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Helping Students to be Academically Successful Pamela M. Jett, Ed.S. North Oldham High School GATES Coordinator.

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Presentation on theme: "Helping Students to be Academically Successful Pamela M. Jett, Ed.S. North Oldham High School GATES Coordinator."— Presentation transcript:

1 Helping Students to be Academically Successful Pamela M. Jett, Ed.S. North Oldham High School GATES Coordinator

2 Session Goals Explore current research Explore current research Learn about: Learn about:  Motivation  Praise  Effort  Mind-set Discuss next steps Discuss next steps

3 The Perils and Promises of Praise Carol S. Dweck Educational Leadership October 2007

4 Premise & Background Research question: Research question:  Is it true that praise has inadvertently done something to hold back students? Premise for research: Premise for research:  Educators hold two beliefs: 1. Praising students’ intelligence builds confidence and motivation to learn 2. Students inherent intelligence is the major cause of achievement in school

5 Fixed or Malleable? Praise is intricately connected to how students view their intelligence. There are 2 mind-sets: Fixed – belief that intelligence is a fixed trait Growth – belief that intellect can develop through effort and education

6 Fixed Mind-set Traits Have a certain amount of intelligence Have a certain amount of intelligence Are excessively concerned with how smart they are Are excessively concerned with how smart they are Seek opportunities to prove their intelligence Seek opportunities to prove their intelligence Avoid situations that may disprove their perceived intelligence Avoid situations that may disprove their perceived intelligence Desire to learn takes a backseat Desire to learn takes a backseat

7 Growth Mind-set Traits Effort has a direct effect on academic achievement Effort has a direct effect on academic achievement Believe that intelligence can be developed over time with additional effort Believe that intelligence can be developed over time with additional effort Not worried about how smart they appear Not worried about how smart they appear Are willing to take on challenges Are willing to take on challenges Have a “stick-to-it” attitude when it comes to work Have a “stick-to-it” attitude when it comes to work

8 The Two Faces of Effort Fixed Mind-set Traits:  Care more about how they will be judged  Will reject opportunities to learn if they might make a mistake  Try to hide mistakes  Are generally afraid of effort, since effort makes one feel dumb  Don’t recover well from setbacks Will decrease effort and consider cheating Will decrease effort and consider cheating

9 The Two Faces of Effort Growth Mind-set Traits :  Care about learning  Effort is a positive thing  When a mistake is made, it gets corrected  In the face of failure, one will escalate efforts and look for new learning strategies  Fosters the growth of ability over time CONCLUSION : Those with growth mind-sets outperform their classmates with fixed mind-sets.

10 The Effects of Praise Studies have consistently found that praising students’ intelligence gives them a short burst of pride, followed by a long string of negative consequences. Praise for intelligence tends to put students in a fixed mind-set, whereas praise for effort tended to put students in a growth mind-set.

11 Study Design & Procedures Task 1: Work on challenging problems students that were praised for intelligence lost their confidence and struggled students that were praised for intelligence lost their confidence and struggled student that were praised for effort remained confident and eager student that were praised for effort remained confident and eager Task 2: Work on less challenging problems students that were praised for intelligence did poorly and performed worse students that were praised for intelligence did poorly and performed worse students that were praised for effort showed excellent performance and continue to improve

12 Conclusions Process praise kept students focused on ways to stay engaged with the work. Process praise kept students focused on ways to stay engaged with the work. A growth mind-set created motivation and resilience and led to higher achievement. A growth mind-set created motivation and resilience and led to higher achievement. Positive changes in study habits and motivation were a result of learning about growth mind-set Positive changes in study habits and motivation were a result of learning about growth mind-set Keeping students focused on the process of achievement helped student gain confidence. Keeping students focused on the process of achievement helped student gain confidence.

13 Next Steps Questions for discussion: What information from this presentation was most helpful? What information from this presentation was most helpful? What ways do you think you can take this information and use it? What ways do you think you can take this information and use it? What additional information would help you? What additional information would help you?

14 Resources Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership 65 (2), Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership 65 (2),


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